cellently illustrated, based on the highest psychological appeal to the learner, but we are most jealous of the content. Bible facts are organ ized for easy assimilation—but not so easy that they stifle initiative and ingenuity. Opportunity is given the pupil for creative thought, for dis covering God’s ways for himself, for coming to grips with basics. His de sire is aroused to make God’s Word ever more personal and practical, to integrate his learning into living. We believe that Sunday Schools should be more than canning fac tories where Bible statistics and stories are automatically packed and stored in more-or-less passive minds. Our constant endeavor is to present God’s truths so clearly and com- pellingly that they will not only be understood by the mind — stretch mental muscles — but will trickle through to the heart and promptly be manifested in outward conduct. Something happens — feedback is sure and immediate. W orkbooks, planned specifically to meet the needs, interests, and abilities of each age-group, are one of the most logi cal mediums for such expressional outlets. Rightly used, they are an in tegral part of the teaching and learning process. In commenting on the value of homework in secular schools, Dr. Ar thur Bestor, professor of history at the University of Illinois, says, “ Con centrated individual study comple ments class discussion . . . homework prepares for classwork and class- work prepares for homework. . . . The two work together to produce best educational results.” Similarly, the workbook in Sunday School, rightly used, complements classwork, facilitating learning and aiding re tension of Bible content. We advocate that a teacher teach directly from the Bible, because it is God’s Word which he is communi cating. NEVER should a teacher read from his teacher’s manual, un less to quote briefly some pertinent comment. What are main values o f work books? To both pupil and teacher— 1. Perhaps their chief value is in volving teacher and pupils in intelli gent interaction—all participate. 2. Based on definite lesson aims, with facts presented in order, they help users to develop lessons logic ally and not detour. 3. Completed, they provide a pic ture of the unit’s work, for review. 4. Through art and explanation, workbooks clarify difficult-to-under- stand Bible terms and concepts, thus making clear a land and culture
CHRISTIANWORKERS'CLINIC Workbooks “Sunday Schools should be more than canning factories where Bible statistics and stones are packed in passive minds.” B e r n i c e T . C o r y , a Bible-searching Christian, finds that the workbook works for teachers who are sold on its value and use it intelligently — from Nursery through Adult depart ments. S u n d a y S c h o o l m o r a l e , am ong other things, is willingness, de pendability, dedication—despite any lack of facilities, personnel, time, or money — a persuasion based on the conviction that Sunday School is vit- tally important, that God enables and empowers faithful workers to be ever more confident, aggressive, zeal ous, indomitable — yes, buoyant in their God-given task. No phase of Sunday School activ ity is in need of such morale more than is the workbook. “ Workbook,” did we say? Shouldn’t we tactfully call it “ the pupil’s manual” ? Nowa days we don’t want to give pupils the impression that they have to work in Sunday School! But what’s wrong with WORK? Didn’t the Lord Jesus Himself set the example of working? To His dis ciples He said, “ I must work the works o f Him that sent Me, while it is day” — while there is still time. Again, Jesu s said, “My Father worketh hitherto, and I work” (John 9:4; 5:17). And didn’t the Apostle Paul remind us that we Christians are God’s “workmanship, created in Christ Jesus unto good works” — born to do those good deeds that God planned for us to do? (Eph. 2:10) Surely the Lord Jesus’ works were His credentials, the evidence to sup port His claims of being God’s Son and only Saviour from sin (John 10:25). Just before Jesus died on the cross, in praying to His Father
by Chester Larson
Boost Morale He said, “ I have finished the work which Thou gavest Me to do” (John 17:4). Some glorious day our Lord will return “ in the glory of His Fa ther with His angels, and—shall re ward every man according to his works” (Matt. 16:27). Yes, our Lord has made work hon orable, desirable, even necessary. Why, then, does any Christian teach er or pupil look on a workbook as a chore, as disagreeable drudgery? Or upon Bible learning as painful? Why the impression that all the tools of Bible learning are just for eggheads and bookworms? Why do teachers wring their hands in downright de featism and declare, “ I can’t get my pupils to use workbooks” ? Is it possible that these adult lead ers are at fault? That they them selves have not been thoroughly sold on the values of the workbook? Or that their obvious lack of enthusiasm has rubbed off on their pupils? Have some, perhaps, made the mistake of “ forced feeding” ? The old adage, “You can lead a horse to water, but you cannot make him drink,” is just as true of trying to force children to use any tools of learning. How reprehensible is any teacher who makes the study of God’s Word drudgery! Can it be that it is not the workbooks which are at fault, but the way they are being present ed to the pupils and used —- or mis used? What are the purposes o f Scrip ture Press in producing workbooks? Our writers and editors constant ly and carefully study and prayer fully endeavor to raise standards, quarter after quarter. “ Improving on improvements” is our motto as we freshly edit every manual as it recurs in the curriculum cycle. Not only do we endeavor to have our manuals attractively printed and ex
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THE KING'S BUSINESS
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